COACHING COUNSELLING

& MENTORING COACHING COACHING is an interactive process through which managers and supervisors aim to solve performance problems or develop employee capabilities, Cclose performance gaps, teach skills, impart knowledge and inculcate values and desirable work behaviors COACHING THE PROCESS RELIES ON COLLABORATION & HAS 3 COMPONENTS; Technical help Personal support

Individual challenge

These 3 elements are held together by

an emotional bond between manager, coach and subordinate Elements of successful Coaching

Technical help

Personal Support Individual challenge

Coaching can Rekindle motivation and help in:  Closing performance gaps  Overcoming personal obstacles  Achieving new skills and competencies  Preparing themselves for new responsibilities  Becoming more motivated  Managing themselves more effectivelyCoaching as management Managing focuses  Coaching focuses on; on:  Telling  Exploring  Directing  Facilitating  Authority  Partnership  Immediate needs  Long Term  Specific outcome improvement  Many possible outcomesDirect versus SupportiveCoaching Direct  Supportive  Developing skills  Facilitating problem  Providing answers solving  instructing  Building self confidence  Encouraging others to learn on their own COACHING- When? How do I identify Coaching opportunities? When would it work-when not? Timing? Who should Coach??COACHINGEXAMPLES of coachinginterventions X a newly appointed supervisor is overbearing in his dealings with subordinates. X lacks supervisory experience & thinks it is the only way to get people to do their jobs. Y is an accomplished researcher-superb technical skills-but has few organisational skills. Prefers to work by himself on the computer than in meetings. As a result his own inputs as a researcher are not always incorporated in plans and his career is going nowhere. Z has managerial potential-a fast learner, works well with people, understands org goals – you plan and want to promote Z but Z is uncomfortable due to reluctance to confront difficult and argumentative people.COACHING- steps PREPARATION DISCUSSION ACTIVE COACHING FOLLOW UPCOACHING STEPS

PREPARATIONPreparing to coach Observe  Avoid premature judgements While participating in a team meeting noted the way Y one of his subordinates, interacted with the group. She had something to say about everything. That was a positive trait, but Y repeatedly interrupted others- a negative. Y’s behavior in X ‘s estimation , prevented others from expressing their views. A less observant manager would have passed a judgement that Y is not a good team player. But this general judgement would not have isolated Harriet’s specific problem: knowing when to speak up and when to listen to what others have to say- a problem amenable to coaching. AS YOU PREPARE , DON’T APPROACH THE COACHING SITUATION WITH PREINFORMED JUDGEMENTS. ONE OR TWO OBSERVATIONS MAY LEAD TO AN ERRONEOUS CONCLUSION.Observe for Performance gaps &Skill deficiencies Performance gap is the difference between a subordinate’s current performance and what is required by the job  X a researcher is generally effective in his role but his written reports are poorly organised and often fail to clearly state conclusions Skill Deficiency is also a gap – between a person’s current capabilities and those needed to take on another job  Sales executive to team leaderCreate & test your own hypothesis

 Observation will eventually lead you to some

hypothesis about the performance gap and its amenability to improvement though coaching But your hypothesis may not be valid if your perspective is flawed or limited To test your hypothesis, ask a few others what they thinkListen carefully Just as you watch for problems, listen for signals that your help and intervention is needed. These signals are not always obvious or directEstimate the probability ofimprovement – Difficult cases Coaching a person who cannot or will not be helped would be a huge waste of time A employee who denies his problem or blames it on others cannot be helped, unless you succeed in convincing him/her of his /her error A person who is so competitive that he must always be best his peers The manager who must always act “boss’ even as a team member manager who insists on solving every problem instead of allowing subordinates to do soDefinitions / AssumptionsEmphasis on performance coaching

Effective coaching practice involves the

overseeing, planning and delivering of appropriatesport performance

[Effective behaviours may mean successful

coaching. Experts are by definition – effective overtime]

Having the capacity to be effective may not mean

that it is displayed all the time! What is a behaviour? Antecedents Intentions Recipients Context Decision making Observable (versus cognitive behaviour) Means to an end

 Yes, we can identify behaviours through systematic

observation but significant limitationsResearch / conceptual challengesBehaviour/practice needs to be related tooutputs: difficult because of variability,complexity and inter-relatednessIsolating behaviours is difficultTendency towards ‘interventionbehaviour’Research / conceptual challenges There is a question of ideology over what are effective behaviours (assumption of person centred, job involvement, not authoritarian)

For example: leadership behaviour has very

mixed findings, little useful, really a question of preferred ‘style’, since all can be effective. IS COACHING THE ANSWER-ASSESSING LIKELIHOOD OF CHANGE

FREQUENT Very difficult to

change

How frequent is the behavior

Very easy to change

INFREQUENT

How deeply entrenched is the behavior

Ask the employee to prepare To what extent have you achieved your goals? Which if any goals have you exceeded? Are there particular goals with which you are currently struggling What is inhibiting your progress?COACHING STEPS

DISCUSSION Discuss your Observations

 Target observed behavior, not supposed

personal attitudes or motives In the workplace , why people do things is usually less important than what they do. Never lose sight of the fact that coaching is a two way process. Once you’ve had your say give the person an opportunity to respondAsk Probing questions Offer propositions Is it ….. Open ended and closed questionsBe an Active Listener Maintain eye contact Smiling at appropriate moments Avoiding distractions Taking notes only when necessary Be sensitive to body language Listen first and evaluate later Never interrupt except to ask for clarifications Occasionally repeat what was said….Listen to the emotions behindthe words Positive strokes that build up the person’s self confidence Guarantees that reduce the person’s fear of failure Assurances that progress is seldom made without some conflictMove discussion to Causes Encourage the employee to articulate points of disagreement Avoid generalisations Be selective- stick to issues that really matter Give authentic praise as well as meaningful criticism Orient feedback toward problem solving and actionCOACHING STEPS

INTELLECT TECHNICAL TACTICAL PSYCHOLOGICAL

The coachee-coach relationship (adpated from Bompa, 1983)

 Coaches should maintain high moral and ethical values.

 Coaches must be completely honest with all those with whom their deals. Coaches must maintain a true and lasting concern for all Coaches must earn the respect of staff and the community. Coaches must be able to motivate Coaches must be dedicated Coaches must be a strong disciplinarian. Coaches must have obvious enthusiasm. Coaches should possess a strong desire to win. Coaches needs to be a good evaluator of talent. Coaches must be knowledgeable about their subject. Coaches should have a good sense of humor. Coaches must be willing to work long hours.Successful coaches are those who can learn new skills, who are flexible enough to change old ways when change is needed, who can accept constructive criticism, and who can critically evaluate themselves. Leadership in Coaching (Martens, 2004)

 Leaders provide direction; they set goals by having a vision of the

future. Leaders build a psychological and social environment that is conducive to achieving the team’s goal. Leaders instill values, in part by sharing their philosophy of life.  Leaders motivate members of their group to pursue the goals of the group.  Leaders confront members of the organization when problems arise, and they resolve conflicts.  Leaders communicate. Management and Monitoring during coaching

The steps of preventive discipline (Martens, 2004)

A mediocre coach tells, A good coach explains,A superior coach demonstrates, But the great coach inspires (Martens, 2004)Becoming a better coach Be very judicious in time allocated to coaching-delegate if possible to an expert Pay attention to psychological climate Avoid talking too much, failing to listen, losing control of emotions Improvise with practiceExecutive Coaching Diagnosis & development approach- diagnosis, self awareness, development plan and implementation Prescriptive Approach- shadowing observed behavior & prescribe new ways of actingMENTORINGMENTOR A mentor, basically, is someone who serves as a counselor, a guide or coach. Being asked to serve as a mentor is an honor. It indicates that the company has faith in the person's abilities and trusts him or her to have a positive impact on the situation.WHO SHOULD BE A MENTOR?

 Mentors often are volunteers. Forcing

someone who does not want to serve as a mentor to do so can quickly create problems. Someone with a negative attitude, who might encourage a new employee to gripe and complain, should not serve as a mentor.MENTORING Maybe  informal,short-term situation or  more formal, long-term assignment. In an informal mentoring program, the mentor usually helps the new employee for a limited period of time. Advice from the mentor may include the most basic of information about everyday routines including tips about "do's and don'ts"MENTORING A more formal version of mentoring occurs when an organization either appoints an employee or brings someone from the outside with extensive knowledge and experience to serve as a mentor for people the company feels has excellent potential for growth. The mentor's role usually lasts for an extended period of time. This relationship usually lasts for months or until the person mentored reaches a certain level.Mentoring vs CoachingKey goals Correct inappropriate Support & guide behavior personal growthInitiative Coach directs learning & Mentee in charge of instruction learningVolunteerism Not necessarily voluntaryVoluntary

Focus Immediate problem & Long term personal

learning opportunities career developmentRoles Heavy on telling with Heavy on listening appropriate feedback making suggestions & correctionsDuration Short term needs Long term needs

Relationship Coach is coachee’s boss Not in chain of command

MENTORING -Ground rules The mentor's role is to teach and advise the new employee. The mentor does not interfere with the supervisor or manager's decisions. The new employee, while expected to seek the mentor's advice, particularly on critical issues, is not bound to accept that advice. MENTORING TIPS Confidentiality is important. Both parties need to feel confident that discussions remain between them--not immediately relayed to a supervisor or manager. Certain areas may be considered off-limits. The mentor needs to outline these areas at the beginning. Decide in advance (again, particularly with long-term mentoring) how you will communicate. Will you have regularly scheduled meetings? Will discussion be face-to- face, over the telephone or even via e-mail communication? Both parties need to make their preferences known at the beginning and reach an acceptable compromise if the preferences are different.MENTORING TIPS Discuss time limits. If the mentoring period has a time limit (example, the first thirty days) the mentor should state that at the beginning.

 Discuss time commitments. Again, this may be more

critical for the long-term, formal mentoring. The mentor must expect to give the new employee adequate time, but the newcomer should not expect excessive amounts of time. Setting a schedule at the beginning (example: meet once a week the first month, then once a month after that) avoids irritating misunderstandings later.MENTORING TIPS Openness and respect: Both the mentor and the person being mentored need to be open and honest, yet respect the other. A mentor who withholds important information or comments does not contribute to the other person's success. However, such comments should be delivered with tact and courtesy--and (even if somewhat hurtful) received with an open mind. Most often the role of mentor is associated with serving as advisor to a new employee. However, persons interested in changing career fields might seek out a mentor or a business coach to help them evaluate their decision and offer guidance. Or, an employee with concerns about advancement within the company might seek out a mentor to assist in his or her professional growth.MENTORING: benefits Develops human assets of org Helps transfer important tacit knowledge from one set of employees to another It aids in retention of valued employees Not everyone benefits from mentoring-only those who are career oriented 9 as opposed to job oriented), are self aware, eager to learn, and highly ambitous.MENTORING: costs Time commitment made by executives to mentoring at the cost of regular dutiesMENTORING-right match Mentor characteristics-mutual respect, logical fit, no political agenda, compatible temperament and commitment Not in chain of command but takes personal interest Initiate must come from mentee-protégé Good match revealed over time in attitudes & behaviorFactors in Selecting a Mentor

 ?good at what he does?

 ?good teacher? ?good motivator? ?responsive to my needs/goals? ?what are mentor’s needs and goals? ?how does organization judge the mentor? ?Is the mentor getting support? ?How powerful is the mentor? ?Is the mentor secure in his own position?Characteristics of EffectiveMentors Set high standards Make themselves available Orchestrate developmental experiences Respected people Demonstrate good people skills Have access to information & people Candid in dealings Sordidly linked to organisationHow to mentor well Walk the talk Give actionable advice & feedback Resist the temptation to solve protégé’s problem Criticise the behavior not the person Challenge the protégé to develop a plan for success Create a foundation of support Don’t allow the protégé to become dependent on you Know when to say goodbyeMentoring in the WorkPlaceMentoring assists protégés on aTransitional Journey by: